Title II of NCLB focuses on teacher and school effectiveness. This portion recognizes individual state’s standards in determining teacher and principal quality, although NCLB (U.S. Department of Education) defines a teacher as highly qualified as:
Completing a Baccalaureate Degree
Obtaining full state certification and licensure
Provide evidence that they understand the content
Title II officially titled “Preparing, Training, and Retaining High Quality Teachers and Principals” has three parts: A.) Teacher and Principal Training and Recruiting Fund, B.)Mathematics and Science Partnerships, C.) Innovation for Teacher Quality, and D.) Enhancing Education through Technology. The majority of these initiatives dispel how the funding for different programs will be broken down. It also features details surrounding alternative-certification paths, detailing the Education Secretary’s responsibilities, and recognizing advanced certification.
As of the 2012-2013 school year, the Department of Education in its “Survey on the Use of Funds Under Title II, Part A June 2013” has found that, “Survey results show that 97 percent of districts received Title II, Part A funding for the 2012-13 school year, with the highest poverty districts and largest districts receiving the bulk of the funds” and that:
Districts reported that a total of 2.54 million teachers teach in the core academic content areas. Of those teachers, 2.39 million, or 94 percent, received professional development in 2011-12. The percentage of teachers receiving professional development increased by five percentage points from 89 percent in 2010-11. [A Summary of Highly Qualified Teacher Data (June 2013)]
The Department of Education has boasted numbers as high as 98% of teachers are highly qualified according the NCLB standards (U.S. Department of Education).
According to NCLB, school districts must provide parents with the following information if parents request:
Whether a teacher is state-certified and licensed to teach the subject are and age
If the teacher is teaching under emergency or provisional status
The baccalaureate degree, graduate certification or degree
Details about the use of paraprofessional’s services and their degrees (Foundations of Effective Teaching 2014).
In 2008 president Bush has invested 1.4 billion dollars on the charter school program and an additional 262 million to renovate existing charter facilities to reduce charter program wait times.
Students may also become eligible for a waiver to attend a charter school if their school meets specific criteria.
The school has been deemed unsafe.
The school has failed to meet standards for two consecutive years.
Title I plays a significant role in in the charter school waiver program, but some critics worry that transferring schools will only cause at risk students to fall behind further.
However, Charter schools do have the support of several hard statistics on their side, showing that students who choose their own courses within the school, along with at risk Hispanic and low income students showed marked improvement in their reading scores.
Programs and Resources for Parents
Charter schools funded by the federal government are required to disclose progress reports to parents to help them decide which school may be best for their children.
Local schools are also required to refrain from using language that might restrict understanding by parents in these annual reports.
Supplemental Programs
Schools are also required to provide a number of supplemental programs to students who are at risk of failing to reach proficiency in reading or math.
Accountability and Reports
Changes in NCLB
Reading assessments must be in English for students who have attended school in the US (excluding Puerto Rico) for three consecutive years.
Students must be tested annually in grades 3-8 and at least once in grades 10-12 in reading and math. (2004-05)
In science, students must be tested once in each the elementary, middle, and high school level. (2007-08)
NAEP reading/math assessments for 4th and 8th graders. (Department pays costs.) (2002-03)
Requires development of science standards. (By 2005-06)
Standards, Assessments, and Accountability
Allowing for modified academic achievement standards/assessments. (Small roup of students that will not reach grade-level proficiency in the same time frame.)
What are modified academic achievement standards? - Expectation of performance, challenging for eligable students, yet less difficult than a grade-level standard.
Students eligable for modified academiv achievement standards are students who have a disability under section 602(3) of IDEA. (Must have objective evidence, must see student's progress, IEP must include goals.
Modified acadeic achievement standards must be alligned with the State's academic content standards.
Every state has an approved accountability plan.
Title I Evaluation Reports
Department-wide plans and reports. - Include Summary of Performance and Financial Information and the Annual Report forFederal Student Aid.
Nation's Reading Report Card
Nation's Math Report Card
Nation's Science Report Card
The Nation has three report cards, they are in Reading, Math, and Science. Due to the shutdown of the government, I was unable to acquire the current data and statistics regarding all three of the reports via nces.ed.gov. However, using nagb.org, I was able to find that in 2011, the Nation's Report Card showed the highest math scores to date for grades four and eight. In reading, the averages for both fourth and eighth graders was mixed. Fourth grade scores showed no change from 2009, whereas scores continued to rise at the eighth grade level.
That being said, the percent of fourth graders who scored at or above proficient was 40%, eighth graders was 35%.
President's budget request of $71 billion. Below is a chart representing the 2014 Budget Request.
Key Administration Priorities:
Early learning: Making quality preschool available to all four-year olds. - Children who have rich early learning experiences are better prepared to excel in school. Less than one-third of 4 year olds are enrolled in preschool, though.
K-12: Deepening reform in key strategic areas - Refer to other FY2014 proposals.
Making college affordable - Most career paths require more than a high school diploma. Almost half of students who enroll in college do not finish.
Ladders of opportunity - Public schools should be "the great equalizer" and every child should have the opportunity to join the middle class. This provides comprehensive, coordinated approaches to improve support for students who face multiple challeneges related to living in poverty.
Other FY2014 proposals include:
High School Redesign and Career Readiness - Often times, high school is disengaging to many students and does not put them on the right path to college and career success.
Strengthening Science, Technology, Engineering, and Math (STEM) Education - More careers related to these topics, yet not enough students are proficient in these topics.
Teachers and Leaders - High teacher turnover costs the nation more than $7 billion each year.
School Safety -Prepare schools for emergencies as well as create nurturing school environments to help children recover from living in high violence areas.
Future of NCLB:
NCLB's goal of 100% of students meeting standards by the 2013-2014 school year will not be achieved. While the waivers provide some time, congress has a responsibility to reauthorize the Elementary and Secondary Act. It has been putting off re-authorization of ESA. With the government shutdown and congressional discord the re-authorization feels like the last of congress's priorities.
Here is a link on the Student Success Act which is working its way through committees:
Johnson, James A, Diann Musial, Gene E, Hall, and Donna M. Gollnick. "Organizing and Paying for Education." Foundations of American education: becoming effective teachers in challenging times. Sixteenth ed. Boston: Pearson, 2014. 248-250. Print.
No Child Left Behind
Effective Teaching
Title II of NCLB focuses on teacher and school effectiveness. This portion recognizes individual state’s standards in determining teacher and principal quality, although NCLB (U.S. Department of Education) defines a teacher as highly qualified as:Title II officially titled “Preparing, Training, and Retaining High Quality Teachers and Principals” has three parts: A.) Teacher and Principal Training and Recruiting Fund, B.)Mathematics and Science Partnerships, C.) Innovation for Teacher Quality, and D.) Enhancing Education through Technology. The majority of these initiatives dispel how the funding for different programs will be broken down. It also features details surrounding alternative-certification paths, detailing the Education Secretary’s responsibilities, and recognizing advanced certification.
As of the 2012-2013 school year, the Department of Education in its “Survey on the Use of Funds Under Title II, Part A June 2013” has found that, “Survey results show that 97 percent of districts received Title II, Part A funding for the 2012-13 school year, with the highest poverty districts and largest districts receiving the bulk of the funds” and that:
Districts reported that a total of 2.54 million teachers teach in the core academic content areas. Of those teachers, 2.39 million, or 94 percent, received professional development in 2011-12. The percentage of teachers receiving professional development increased by five percentage points from 89 percent in 2010-11. [A Summary of Highly Qualified Teacher Data (June 2013)]
The Department of Education has boasted numbers as high as 98% of teachers are highly qualified according the NCLB standards (U.S. Department of Education).
According to NCLB, school districts must provide parents with the following information if parents request:
Choice
Waiver:
http://www.shreveporttimes.com/article/D2/20130925/NEWS02/309250055/More-schools-miss-No-Child-Left-Behind-goals
Waiver Status:
Rejected
California and Iowa
Not Applied or Withdrawn
Montana, Nebraska, Wyoming, North Dakota, and Vermont
Pending
Illinois and Texas
Every other state has approved some version of the NCLB waiver, with others also passing a teacher evaluation system.
http://www.edweek.org/ew/section/infographics/nclbwaivers.html
Charter Schools:
In 2008 president Bush has invested 1.4 billion dollars on the charter school program and an additional 262 million to renovate existing charter facilities to reduce charter program wait times.
Students may also become eligible for a waiver to attend a charter school if their school meets specific criteria.
Title I plays a significant role in in the charter school waiver program, but some critics worry that transferring schools will only cause at risk students to fall behind further.
However, Charter schools do have the support of several hard statistics on their side, showing that students who choose their own courses within the school, along with at risk Hispanic and low income students showed marked improvement in their reading scores.
Programs and Resources for Parents
Charter schools funded by the federal government are required to disclose progress reports to parents to help them decide which school may be best for their children.
Local schools are also required to refrain from using language that might restrict understanding by parents in these annual reports.
Supplemental Programs
Schools are also required to provide a number of supplemental programs to students who are at risk of failing to reach proficiency in reading or math.Accountability and Reports
Changes in NCLB
Standards, Assessments, and Accountability
Title I Evaluation Reports
Nation's Reading Report Card
Nation's Math Report Card
Nation's Science Report Card
The Nation has three report cards, they are in Reading, Math, and Science. Due to the shutdown of the government, I was unable to acquire the current data and statistics regarding all three of the reports via nces.ed.gov. However, using nagb.org, I was able to find that in 2011, the Nation's Report Card showed the highest math scores to date for grades four and eight. In reading, the averages for both fourth and eighth graders was mixed. Fourth grade scores showed no change from 2009, whereas scores continued to rise at the eighth grade level.
That being said, the percent of fourth graders who scored at or above proficient was 40%, eighth graders was 35%.
President's budget request of $71 billion. Below is a chart representing the 2014 Budget Request.
Key Administration Priorities:
- Early learning: Making quality preschool available to all four-year olds. - Children who have rich early learning experiences are better prepared to excel in school. Less than one-third of 4 year olds are enrolled in preschool, though.
- K-12: Deepening reform in key strategic areas - Refer to other FY2014 proposals.
- Making college affordable - Most career paths require more than a high school diploma. Almost half of students who enroll in college do not finish.
- Ladders of opportunity - Public schools should be "the great equalizer" and every child should have the opportunity to join the middle class. This provides comprehensive, coordinated approaches to improve support for students who face multiple challeneges related to living in poverty.
Other FY2014 proposals include:Future of NCLB:
NCLB's goal of 100% of students meeting standards by the 2013-2014 school year will not be achieved. While the waivers provide some time, congress has a responsibility to reauthorize the Elementary and Secondary Act. It has been putting off re-authorization of ESA. With the government shutdown and congressional discord the re-authorization feels like the last of congress's priorities.
Here is a link on the Student Success Act which is working its way through committees:
http://edworkforce.house.gov/uploadedfiles/the_student_success_act_summary.pdf
http://www.nea.org/home/NoChildLeftBehindAct.html
Works Cited:
Johnson, James A, Diann Musial, Gene E, Hall, and Donna M. Gollnick. "Organizing and Paying for Education." Foundations of American education: becoming effective teachers in challenging times. Sixteenth ed. Boston: Pearson, 2014. 248-250. Print.
U.S. Department of Education. (n.d.). Retrieved from website: http://www2.ed.gov/policy/elsec/leg/esea02/index.htm
National Assessment Governing Board (website)
http://www.nagb.org/newsroom/naep-releases/2011-reading-math.html